It also enables you, as a teacher, to give meaningful feedback to students. The pneumonic ABCDE gives students a clear idea of what makes a good scientific sketch. It’s very likely those students will come away surprised at their own abilities. If you provide enough scaffolding, even those students who feel they are “bad at drawing” will have an entry point. At the very least, give them a first step (this will vary depending upon the object), so that they know how to get started. One way to help students feel successful is to give them a few practical suggestions for how to sketch a given object. These particularities are often very important for scientists to record. You can help students understand this by focusing on particularities of an example object – like a leaf with holes in it, or an irregular rock. When you set out to sketch a real thing, it’s important to focus on the individual specimen in front of you, rather than the generalized image you carry in your head. Many of us have cartoon-like images in our head of trees, flowers, houses, apples, rabbits, etc. Recording what you see is different from drawing the picture you have in your head. You simply have to take time, observe closely, and record what you see. You don’t have to be an artist to create a successful scientific sketch. Along with a drawing, a scientific sketch often includes labels and diagrams, questions and explanations. A scientist sketches to record and communicate information, not to make art. This association can limit us, especially if we feel we are not good at drawing. Most of us, adults and children, associate sketching with making a pretty picture.
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